YOU KNOW IT ALL JUST REVISE IT MEDIA MEISTERS! GOOD LUCK DO WELL X
Some last minute advice:
- Watch your timings: Question 1 (10mins) Question 2 (17mins) Question 3 (17mins) Question 4 (15mins) Question 5 (15mins) - Print out the question papers and very useful articles under the sitcom section. - Do some practise answers I'm happy to check them. Any sensible questions email me at brookes@bchs.essex.sch.uk ok?
The first part of the exam will consist in analysing an extract from an action/adventure film. This will be between three to five minutes long and will be typical in some way of the action/adventure genre.The extract will be chosen because it not only fits the genre, but it clearly represents people in a certain way. You will be asked questions on: genre conventions (what you're doing for homework) media language (camera, editing, mise en scene and sound) and representation. Q1)
What makes it an action adventure film? You may have to concentrate on typical or atypical narratives (action), settings (city, night, jungle etc), themes (revenge, justice, good vs evil), icons (weapons)
Storyline and Plot:
Tease out the differences between these two terms. Think about the characteristics of Action Adventure films in having fast moving plots which provide plenty of excitement and tension.
Structure:
All Action Adventure films have recognisable narrative structures which offer a way of examining how a story is organised and shaped in terms of time and events. It is interesting to explore the rules of narrative structure with regard to Action Adventure. For example a defining feature of narrative is the high degree of narrative closure, with all problems resolved and/or our hero triumphant. So in addition to linear structure, narrative can often be seen in terms of oppositional structure too, as a fight between forces of good and evil.
Main characters:
All Action Adventure films have a recognisable heroic central character, a hero or heroine who is able to overcome incredible odds. Whilst some films feature brave heroines, most narratives are organised around traditional gender roles. Teachers might want to explore the extent to which modern films have challenged traditional female (and male) stereotyping.
Oppositional characters:
Action Adventure films tend to feature characters that play opposite the key central character, for example either in the form of a relationship (hero/heroine) or in conflict (hero/villain).
Journey/Quest
Action Adventure films often involve central characters working towards a final goal (such as seeking treasure). These narratives take place against the backdrop of a variety of exotic and sometimes glamorous locations. These can range from desert landscapes to urban settings. Not only can their use provide the audience with visual pleasures, but the location itself can serve an important narrative function as central characters find themselves battling with the challenges presented by it e.g. surviving earthquakes, struggling, through jungles etc.
Q2)
Moving image – Camerawork: • Establishing shots • Low angle, high angle, canted angle or aerial shots • Elaborate camera movement such as tracks, steadicam or crane shots • Hand-held camera • Point-of-view shots • Shallow focus and focus pulls. Moving image – Editing: • Shot/reverse shot • Non-continuity editing • Crosscutting • Fast-paced editing • Less common transitions: dissolve, wipe, fade • Post-production effects.
Moving image – Mise en scène: • Lighting (especially low-key lighting) • Location/set • Costume and make-up • Props • Casting and performance style • Blocking (the composition of elements within the shot).
Q3) This is the representation question:
At it's simplest, representation is about how people are depicted in the extract. You can look at how other things are being represented such as places, events, aliens, monsters, ideas - but it is best to start with people. Stereotyping is such as big issue in representation that it I often the best place to start. What stereotypes of people do you often find in action/adventure films?
Q4a) Candidates should be prepared to analyse and discuss the following, as appropriate to the channels/stations and texts studied. Channel research - Do some research into BBC1 (and BBC as a very well respected institution) and E4 as a fairly new branch of Channel 4 and give me a summary of their brand image. Include channel logos and E4 adverts, links (and now on channel xxx) as well as a summary of programmes on schedule.Use some of the following key terms in your analysis.
GIVE EXAMPLES FROM THE PROGRAMMES
State the two comedies that you have studied
What channels are they on and times were they broadcast, any repeats?
How do these channels target their audience?
Discuss the nights and times these are on and what it means as a viewer, also after the watershed?
What programmes are on before and after? (hammocking or will they be inheriting an audience)
Can the programmes be downloaded?
What are the target audiences for these shows? How do you know give examples.
What are the main differences between the audiences for Inbetweeners and Outnumbered?
What are the main differences between E4 and BBC1?
Compare both websites and programmes on their schedules to see who and how they target their audiences
Institutional contexts: • The media channels‘/stations’ brand identities • The media channels’/stations’ethos and histories (only relevant if they affect programmes) • Regulatory (eg Public Service Broadcasting) requirements • The media channels’/stations’ target audiences. Institutional contexts need only be discussed insofar as they illuminate the institutions’ choice of texts; they should not be studied independently of the texts. Contexts of transmission: • Targeting audiences • Placement between texts • Scheduling (eg stripping schedules) • Competition between institutions • Repeating texts on related channels/stations • Releasing in different formats • Offering texts on demand. Candidates will not be expected to produce generalised essays about scheduling, but explanations of how and why the institutions have transmitted the texts they are studying in specific time slots.
Key Terms: Brand image - what we think and feel about a brand: if the brand is a television or radio channel, it's what we expect from that particular channel Channel Idents - the ways a television channel help us recognise what channel it is; these might be logos, short films or animations Demographics - measuring audiences by gender, age, class, ethnicity and region
Q4b) Example of exam question Discuss in detail how at least one comedy programme offers audience pleasures. This is what the exam board wants you to discuss. Candidates should be prepared to analyse and discuss the following: • Mass and niche audiences • How a text addresses its audiences • The pleasures a text offers its audiences. Candidates should be able to identify texts aimed at the mass audiences and those aimed at niche audiences. They should be able to analyse how specific texts address their audiences, for example: • The points of recognition or identification offered • Addressing the audiences’ lifestyles, concerns and aspirations • Addressing audiences as passive consumers or active contributors • Whether the audience is placed in position of power (eg positioned as omniscient). They should be able to discuss the pleasures of the texts for different audiences. They should be able to give textual examples from a minimum of two texts within a genre.
Computer lessons year 11s is a good time to type up some answers to revise from. The one to concentrate on in the next two weeks is 4a) scroll down and best texts to analyse I think are Outnumbered as it's BBC1 and an interesting institution to discuss and compare with E4 and Inbetweeners. Sky is harder as it's so broad but mainly entertainment. BBC has a charted which you need to read about. It's all about the channels, the brands and the audience the programmes target. Type up an answer that would take about 17 minutes to write in the exam and I can check it. Be prepared to discuss one or two channels/programmes.
Q4a) Discuss in detail how and why one comedy programme was scheduled on one or more channels.
Candidates should be prepared to analyse and discuss the following, as appropriate to the channels/stations and texts studied. Channel research - Do some research into BBC, Sky and E4 as a fairly new branch of Channel 4 and give me a summary of their brand image. Include channel logos and E4 adverts, links (and now on channel xxx) as well as a summary of programmes on schedule.Use some of the following key terms in your analysis. GIVE EXAMPLES FROM THE PROGRAMMES
What channels are they on and times were they broadcast, any repeats?
How do these channels target their audience? Overview of the channel. More generally talk about what viewers they get and what kind of programmes they show.
Discuss the nights and times your comedy is on and what it means as a viewer, also after the watershed (9pm)?
What programmes are on before and after? (hammocking or will they be inheriting an audience)
Can you watch the programmes online ie 4OD?
ABOUT THE AUDIENCE
What are the target audiences for these shows? How do you know give examples.
What are the main differences between the audiences for your comedy and The Inbetweeners?
What is the format of the comedy programme?
Look at the programme's website to see who and how they target their audiences
Are the programmes shown on any other channels?
What other programmes are on at the same time targeting a similar audience?
Give examples of humour and how it appeals to the audience
On powerpoint please with lots of fun images to present week commencing 23rd April. Looking forward to it!
:
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Weaker answers might focus solely on the text, or might simply list facts about the institutions.
Candidates should discuss:
whether the text is scheduled on mass audience or niche audiencechannels/stations
the channel’s brand identity and marketing and programme mix
the days and times of transmission for the text (and perhaps the mix ofprogrammes scheduled before and after it and/or on competingchannels/stations at the same times)
how this time slot would attract the target audience (preferably using evidencefrom the schedules, not unsubstantiated assertions).Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC orChannel 4).
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling.
Candidates should discuss:
whether the text is scheduled on mass audience or niche audiencechannels/stations
the channel’s brand identity and marketing and programme mix
the days and times of transmission for the text (and perhaps the mix ofprogrammes scheduled before and after it and/or on competingchannels/stations at the same times)
how this time slot would attract the target audience (preferably using evidencefrom the schedules, not unsubstantiated assertions).Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC orChannel 4).
Level 4 (12-15 marks)
Discusses the scheduling of a comedy
Precise and accurate use of terminology
Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts
Thorough understanding of how channels use scheduling to reach audiences Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of spelling, punctuation and grammar.
http://www.channel4.com/about_c4/promises_2001/promises_intro2.html Candidates will not be expected to produce generalised essays about scheduling, but explanations of how and why the institutions have transmitted the texts they are studying in specific time slots.
Key Terms: Brand image - what we think and feel about a brand: if the brand is a television or radio channel, it's what we expect from that particular channel Channel Idents - the ways a television channel help us recognise what channel it is; these might be logos, short films or animations Demographics - measuring audiences by gender, age, class, ethnicity and region
Q4b)
Example of exam question Discuss in detail how at least one comedy programme offers audience pleasures. This is what the exam board wants you to discuss. Candidates should be prepared to analyse and discuss the following: • Mass and niche audiences • How a text addresses its audiences • The pleasures a text offers its audiences. Candidates should be able to identify texts aimed at the mass audiences and those aimed at niche audiences. They should be able to analyse how specific texts address their audiences, for example: • The points of recognition or identification offered • Addressing the audiences’ lifestyles, concerns and aspirations • Addressing audiences as passive consumers or active contributors • Whether the audience is placed in position of power (eg positioned as omniscient). They should be able to discuss the pleasures of the texts for different audiences. They should be able to give textual examples from a minimum of two texts within a genre.
Practice question: Pick two tv comedies you have studied.
Discuss why they were scheduled on the channels that chose them and on the days and times they were transmitted.
Feb 21st task - I know it's tv but it's an action adventure scene. Please answer the following questions after three viewings give yourself 10, 17 and 17 minutes to answer.
1) What makes this clip typical of action adventure? Discuss story, plot, structure, characters, journey/quest, race against time, any other conventions? Give examples.
2) How are camera, editing, sound and mise en scene are used to create effects that fit the action adventure genre.
3) Discuss the way in which gender and power are portrayed in this clip.
Hopefully see you soon. James and Reece proper answers please! Scroll down for tips on each question.
Feb 20th task - Research Modern Family for exam questions, they must write notes on all the following requirements and give examples from any of the episodes. Type up and print out.
For Section B Audience Candidates should be prepared to analyse and discuss the following: • Mass and niche audiences • How a text addresses its audiences • The pleasures a text offers its audiences. Candidates should be able to identify texts aimed at the mass audiences and those aimed at niche audiences. They should be able to analyse how specific texts address their audiences, for example: • The points of recognition or identification offered (think when Phil rolls his eyes at us or they are on the couch as if in counselling and only we can see it) • Addressing the audiences’ lifestyles, concerns and aspirations (relateable themes) • Addressing audiences as passive consumers or active contributors (how do we get involved?) • Whether the audience is placed in position of power (eg positioned as omniscient). Do we know more than the other characters? They should be able to discuss the pleasures of the texts for different audiences. Pleasures for different age groups, genders etc They should be able to give textual examples from a minimum of two texts within a genre. Institution Candidates should be prepared to analyse and discuss the following, as appropriate to the channels/stations and texts studied: Institutional contexts: • The media channels‘/stations’ brand identities • The media channels’/stations’ethos and histories (only relevant if they affect programmes) • Regulatory (eg Public Service Broadcasting) requirements • The media channels’/stations’ target audiences. Institutional contexts need only be discussed insofar as they illuminate the institutions’ choice of texts; they should not be studied independently of the texts. Contexts of transmission: • Targeting audiences • Placement between texts • Scheduling (eg stripping schedules) • Competition between institutions • Repeating texts on related channels/stations • Releasing in different formats • Offering texts on demand. Candidates will not be expected to produce generalised essays about scheduling, but explanations of how and why the institutions have transmitted the texts they are studying in specific time slots HAPPY NEW YEAR 11s, very important year for you all, make the right choices get the best grades, leave everything else for the summer.
I am offering you the following production choices. You may work in twos or threes, some people prefer to work alone and that is fine just be aware that your workload will be heavier.
You have three weeks to research and plan for your production log and three weeks to produce it for your portfolio. Do your best.
After Feb half term you will write the evaluation and get audience feedback. When this is complete we will concentrate 100% on the exam.
I'm on a course today and wasn't very happy with the way you approached the audience pleasures question so I devised this quiz to break it up for you and give you the opportunity to write an A grade answer before the mock on Tuesday. Copy and save in your documents, complete and print. Please hand in to sir/miss at the end thank you.
Read through this document it will help you revise.
The first part of the exam will consist in analysing an extract from an action/adventure film. This will be between three to five minutes long and will be typical in some way of the action/adventure genre.The extract will be chosen because it not only fits the genre, but it clearly represents people in a certain way. You will be asked questions on: genre conventions (what you're doing for homework) media language (camera, editing, mise en scene and sound) and representation. Q1)
What makes it an action adventure film? You may have to concentrate on typical or atypical narratives (action), settings (city, night, jungle etc), themes (revenge, justice, good vs evil), icons (weapons)
Storyline and Plot:
Tease out the differences between these two terms. Think about the characteristics of Action Adventure films in having fast moving plots which provide plenty of excitement and tension.
Structure:
All Action Adventure films have recognisable narrative structures which offer a way of examining how a story is organised and shaped in terms of time and events. It is interesting to explore the rules of narrative structure with regard to Action Adventure. For example a defining feature of narrative is the high degree of narrative closure, with all problems resolved and/or our hero triumphant. So in addition to linear structure, narrative can often be seen in terms of oppositional structure too, as a fight between forces of good and evil.
Main characters:
All Action Adventure films have a recognisable heroic central character, a hero or heroine who is able to overcome incredible odds. Whilst some films feature brave heroines, most narratives are organised around traditional gender roles. Teachers might want to explore the extent to which modern films have challenged traditional female (and male) stereotyping.
Oppositional characters:
Action Adventure films tend to feature characters that play opposite the key central character, for example either in the form of a relationship (hero/heroine) or in conflict (hero/villain).
Journey/Quest
Action Adventure films often involve central characters working towards a final goal (such as seeking treasure). These narratives take place against the backdrop of a variety of exotic and sometimes glamorous locations. These can range from desert landscapes to urban settings. Not only can their use provide the audience with visual pleasures, but the location itself can serve an important narrative function as central characters find themselves battling with the challenges presented by it e.g. surviving earthquakes, struggling, through jungles etc.
Q2)
Moving image – Camerawork: • Establishing shots • Low angle, high angle, canted angle or aerial shots • Elaborate camera movement such as tracks, steadicam or crane shots • Hand-held camera • Point-of-view shots • Shallow focus and focus pulls. Moving image – Editing: • Shot/reverse shot • Non-continuity editing • Crosscutting • Fast-paced editing • Less common transitions: dissolve, wipe, fade • Post-production effects.
Moving image – Mise en scène: • Lighting (especially low-key lighting) • Location/set • Costume and make-up • Props • Casting and performance style • Blocking (the composition of elements within the shot).
Q3) This is the representation question:
At it's simplest, representation is about how people are depicted in the extract. You can look at how other things are being represented such as places, events, aliens, monsters, ideas - but it is best to start with people. Stereotyping is such as big issue in representation that it I often the best place to start. What stereotypes of people do you often find in action/adventure films?
Candidates should be prepared to analyse and discuss the following: • Stereotyping of people, places/and or events • Why social groups and/or places are present or absent from the text • The construction of a world that makes sense to its audience • What is valued or celebrated by that world. Candidates should be able to recognise common stereotypes based on factors such as age, gender, ethnicity, body types, class, region and nationality. They may be able to identify groups that are excluded from featuring in this genre of text by stereotyping. They might comment on deliberate anti-stereotyping.
COMEDY PRESENTATIONS - In your pairs you have a couple of lessons to prepare your comedy presentations. You will follow the same outline as your revision pack and you will need to find a youtube clip to start off your presentation. Begin with:
- description of the programme
- channel, days, time of broadcast and write about these. Why this channel, why that time, what is on before and after, how does it target it's audience with brand and scheduling.
- channel brief and explain how the programme fits the channel
- target audience
- format of the comedy programme
- characters
- editing (any special effects, length of clips)
- examples of humour
- how it appeals to the audience
- audience pleasures
- how it differs from the sitcom format
On powerpoint please with lots of fun images to present Tuesday 22nd November. Looking forward to it!
Hello year 11s! Welcome back and hope you had a lovely rest.
We had more A's than ever at GCSE this year and our first A*! This is great news as they are the first results of the new controlled assessments and exam. I would like to start preparing you for the exam this term so we will be focusing on action adventure film language as well as comedy. In the computer lessons I would like you to have all your practical projects up to date. Remember evidence of research into teen films, teen film poster and dvd cover as well as the evaluation. The same for Levi's - research into clothing brands, your clothing advert and evaluation, all this to accompany your Levi's controlled assessment. In the new year we will be completing our final project.
All about Levi's for the next six weeks!!!! You will be writing an essay and also producing an advert for a clothing range and an evaluation in computer lessons.
Controlled assessment (as in teen essay) write about 1500 on representation of men in Levi's over the decades
First stage as in your advertising project is to research three clothing brands and analyse them. Start planning your ideas for names, fonts, slogan model and clothing (the image has to be original you need to take a photo)
Design your advert
Write your evaluation
Fashion adverts needs to be completed. An evaluation will also need to be done, and some evidence of fashion research and planning but nowhere near the extent needed for the advertising project. This supports your Levi's mark.
If you have time during practicals week or if you're in a media lesson anyway we shall be taking these pictures so please make sure your model has some clothes. If I don't then we will be taking them and uploading them first day back Monday 16th of April in 216.
Research - different brands of clothing ( around three ) for inspiration
Come up with names - start thinking of names for your brand and what that brand will represent eg (Levi's = US/freedom/cool)
Look for pictures and start putting them together along with design for clothing names
Create a clothing advert of your choice using an original image, slogan and name
This is a copy of how to write your teen film evaluation, for the clothing brand it's exactly the same but instead you are talking about magazines and billboards and tv not film.
ADVERTISING COURSEWORK
We are now finishing our coursework project on advertising. It takes the same format of research/planning/production/evaluation and you will need to provide evidence of all these stages. This will be a group project and you will need to produce at least three adverts (one per person) two magazine and one billboard. Two more things to include are:
*CHECKLIST TO INCLUDE IN PORTFOLIO* YOUR ADVERTISING FOLDERS ARE DUE ON 26TH MAY As part of your portfolio make sure you each individually print the following to include in your portfolio:
print out sheets with research and planning/final mag adverts and billboard/evaluation
individual advert analysis and research
type up ideas for adverts (mindmap you did in class) for all of the project ideas
when you've decided on your product write a list of possible slogans, research fonts, colours etc by looking at similar products.
draw flat plans (pictures of how your advert will look) using ten words from the powerpoint - advert, denotation, connotation, image, narrative, setting, characters, anchorage, audience, appeal
planning your advert
questionnaire (10 questions)
evaluate and type up questionnaire findings
planning your shoot - ie costumes, setting, backgrounds, poses, facial expressions basically your mise en scene time and place.
You need a shooting schedule (create a table with date of photos taken, setting, shot description (frame and angle), model name, list of model poses, costume and props)
practise photos of models
practise shots of products
produce drafts of adverts - annotate what worked and what didn't
In your groups create a mindmap of different ideas for confectionary, perfumes, drinks and clothing. Discuss which you'd prefer to do and start planning my advert sheet. Also, start drawing sketches ideas for layout of advert. Hope you had a good break. Sorry we've had a couple of timetable changes which means we'll be in 303 Week 1 Tues period 3 and in 105 Week 1 Weds period 1. Tomorrow I will put you into your groups to begin the advertising campaigns. I am going to hand out some plastic folders for each one of you to fill individually. Make sure all your planning and research go in these as they get a lot of marks. On Thursday we'll do our photo practice shoots. I will like you all to bring some props in ie. glasses, hats, drinks, perfume bottles etc for the photos. Computer room lessons 8th March Type up your mindmaps, ideas and research similar products 1st March In today's computer lesson - I need you to - print out your advert research to put into your folders (ideally two adverts) - I would like you to research a list of most popular/memorable advertising slogans to put in your folders.
- As part of your research I would also like you to read the DKNY powerpoint and answer the questions. Again, print these and put into your folder. DON'T FORGET TO ALSO SAVE THESE INTO YOUR WIKISPACES. February 16th We need to do some advert research for your upcoming group production (groups tbc soon). Please find an advert for a beauty product, non alcoholic drink, confectionary product or clothing range. Then click on advert research below and write down the ten words you are going to be analysing in your advert, Use this media terminology to analyse your advert either by annotating around it with arrows/lines or writing the description below. Then look at the third slide and answer those questions.
Homework Due:
2nd March - individual advert research and analysis
9th March - Questionnaire answers, planning my advert and drafts
16th March - photos taken of products and actors (you need three) two portrait and one landscape. Take plenty so you can use them for your portfolio.
23rd March - all research and planning
All homework this term is to make your advertising portfolio as thorough and beautiful as possible.
BY MAY 26th YOUR COMPLETE ADVERTISING PORTFOLIO IS DUE
MEDIA EXAM 14TH JUNE 13.30 1hr 45mins - Revision sessions Tuesday 12th June 1.30 and Thursday 14th June - periods 3 and 4 1.30
Previous exam papers
YOU KNOW IT ALL JUST REVISE IT MEDIA MEISTERS! GOOD LUCK DO WELL X
Some last minute advice:
- Watch your timings: Question 1 (10mins) Question 2 (17mins) Question 3 (17mins) Question 4 (15mins) Question 5 (15mins)- Print out the question papers and very useful articles under the sitcom section.
- Do some practise answers I'm happy to check them.
Any sensible questions email me at brookes@bchs.essex.sch.uk ok?
The first part of the exam will consist in analysing an extract from an action/adventure film. This will be between three to five minutes long and will be typical in some way of the action/adventure genre.The extract will be chosen because it not only fits the genre, but it clearly represents people in a certain way. You will be asked questions on: genre conventions (what you're doing for homework) media language (camera, editing, mise en scene and sound) and representation.
Q1)
What makes it an action adventure film? You may have to concentrate on typical or atypical narratives (action), settings (city, night, jungle etc), themes (revenge, justice, good vs evil), icons (weapons)
Storyline and Plot:
Tease out the differences between these two terms. Think about the characteristics of Action Adventure films in having fast moving plots which provide plenty of excitement and tension.
Structure:
All Action Adventure films have recognisable narrative structures which offer a way of examining how a story is organised and shaped in terms of time and events. It is interesting to explore the rules of narrative structure with regard to Action Adventure. For example a defining feature of narrative is the high degree of narrative closure, with all problems resolved and/or our hero triumphant. So in addition to linear structure, narrative can often be seen in terms of oppositional structure too, as a fight between forces of good and evil.
Main characters:
All Action Adventure films have a recognisable heroic central character, a hero or heroine who is able to overcome incredible odds. Whilst some films feature brave heroines, most narratives are organised around traditional gender roles. Teachers might want to explore the extent to which modern films have challenged traditional female (and male) stereotyping.
Oppositional characters:
Action Adventure films tend to feature characters that play opposite the key central character, for example either in the form of a relationship (hero/heroine) or in conflict (hero/villain).
Journey/Quest
Action Adventure films often involve central characters working towards a final goal (such as seeking treasure). These narratives take place against the backdrop of a variety of exotic and sometimes glamorous locations. These can range from desert landscapes to urban settings. Not only can their use provide the audience with visual pleasures, but the location itself can serve an important narrative function as central characters find themselves battling with the challenges presented by it e.g. surviving earthquakes, struggling, through jungles etc.
Q2)
Moving image – Camerawork:• Establishing shots
• Low angle, high angle, canted angle or aerial shots
• Elaborate camera movement such as tracks, steadicam or crane shots
• Hand-held camera
• Point-of-view shots
• Shallow focus and focus pulls.
Moving image – Editing:
• Shot/reverse shot
• Non-continuity editing
• Crosscutting
• Fast-paced editing
• Less common transitions: dissolve, wipe, fade
• Post-production effects.
Moving image – Soundtrack:
• Music
• Synchronous and asynchronous sound
• Diegetic/non-diegetic sound
• Voiceover
• Sound effects
• Sound bridge
Moving image – Mise en scène:
• Lighting (especially low-key lighting)
• Location/set
• Costume and make-up
• Props
• Casting and performance style
• Blocking (the composition of elements within the shot).
Q3) This is the representation question:
At it's simplest, representation is about how people are depicted in the extract. You can look at how other things are being represented such as places, events, aliens, monsters, ideas - but it is best to start with people. Stereotyping is such as big issue in representation that it I often the best place to start. What stereotypes of people do you often find in action/adventure films?
Q4a) Candidates should be prepared to analyse and discuss the following, as appropriate to the channels/stations and texts studied.
Channel research - Do some research into BBC1 (and BBC as a very well respected institution) and E4 as a fairly new branch of Channel 4 and give me a summary of their brand image. Include channel logos and E4 adverts, links (and now on channel xxx) as well as a summary of programmes on schedule.Use some of the following key terms in your analysis.
GIVE EXAMPLES FROM THE PROGRAMMES
Institutional contexts:
• The media channels‘/stations’ brand identities
• The media channels’/stations’ethos and histories (only relevant if they affect programmes)
• Regulatory (eg Public Service Broadcasting) requirements
• The media channels’/stations’ target audiences.
Institutional contexts need only be discussed insofar as they illuminate the institutions’ choice of texts;
they should not be studied independently of the texts.
Contexts of transmission:
• Targeting audiences
• Placement between texts
• Scheduling (eg stripping schedules)
• Competition between institutions
• Repeating texts on related channels/stations
• Releasing in different formats
• Offering texts on demand.
Candidates will not be expected to produce generalised essays about scheduling, but explanations of
how and why the institutions have transmitted the texts they are studying in specific time slots.
Key Terms:
Brand image - what we think and feel about a brand: if the brand is a television or radio channel, it's what we expect from that particular channel
Channel Idents - the ways a television channel help us recognise what channel it is; these might be logos, short films or animations
Demographics - measuring audiences by gender, age, class, ethnicity and region
Q4b)
Example of exam question Discuss in detail how at least one comedy programme offers audience pleasures. This is what the exam board wants you to discuss. Candidates should be prepared to analyse and discuss the following:
• Mass and niche audiences
• How a text addresses its audiences
• The pleasures a text offers its audiences.
Candidates should be able to identify texts aimed at the mass audiences and those aimed at niche
audiences.
They should be able to analyse how specific texts address their audiences, for example:
• The points of recognition or identification offered
• Addressing the audiences’ lifestyles, concerns and aspirations
• Addressing audiences as passive consumers or active contributors
• Whether the audience is placed in position of power (eg positioned as omniscient).
They should be able to discuss the pleasures of the texts for different audiences.
They should be able to give textual examples from a minimum of two texts within a genre.
http://www.theatlantic.com/magazine/archive/2011/11/family-portrait/8685/
http://www.usatoday.com/life/television/reviews/2010-11-24-modern24_ST_N.htm
Practice question: Pick two tv comedies you have studied.
Discuss why they were scheduled on the channels that chose them and on the days and times they were transmitted.
http://www.comedy.co.uk/guide/tv/outnumbered/episodes
http://www.bbc.co.uk/programmes/b00fq31t
http://www.e4.com/inbetweeners/
http://www.comedy.co.uk/guide/tv/inbetweeners/episodes
http://en.wikipedia.org/wiki/The_Inbetweeners
http://en.wikipedia.org/wiki/Outnumbered
Computer lessons year 11s is a good time to type up some answers to revise from. The one to concentrate on in the next two weeks is 4a) scroll down and best texts to analyse I think are Outnumbered as it's BBC1 and an interesting institution to discuss and compare with E4 and Inbetweeners. Sky is harder as it's so broad but mainly entertainment. BBC has a charted which you need to read about. It's all about the channels, the brands and the audience the programmes target. Type up an answer that would take about 17 minutes to write in the exam and I can check it. Be prepared to discuss one or two channels/programmes.
Read articles and number and write up the pleasures it states the programme provides.
http://www.nytimes.com/2011/01/23/fashion/23THISLIFE.html?pagewanted=1&_r=1
http://www.guardian.co.uk/tv-and-radio/2010/oct/02/modern-family-30-rock-glee
http://www.ew.com/ew/article/0,,20310552,00.html
http://sky1.sky.com/sky1hd-shows/modern-family
http://abc.go.com/shows/modern-family
For a laugh - can you come up with some more?
http://www.wetpaint.com/modern-family/articles/10-nerdiest-phil-dunphy-quotes-of-all-time
Comedy questions
Q4a) Discuss in detail how and why one comedy programme was scheduled on one or more channels.
Candidates should be prepared to analyse and discuss the following, as appropriate to the channels/stations and texts studied.
Channel research - Do some research into BBC, Sky and E4 as a fairly new branch of Channel 4 and give me a summary of their brand image. Include channel logos and E4 adverts, links (and now on channel xxx) as well as a summary of programmes on schedule.Use some of the following key terms in your analysis.
GIVE EXAMPLES FROM THE PROGRAMMES
http://tvlistings.thetvroomplus.com/
ABOUT THE AUDIENCE
On powerpoint please with lots of fun images to present week commencing 23rd April. Looking forward to it!
:
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Weaker answers might focus solely on the text, or might simply list facts about the institutions.
Candidates should discuss:
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling.
Candidates should discuss:
Level 4 (12-15 marks)
Discusses the scheduling of a comedy
Precise and accurate use of terminology
Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts
Thorough understanding of how channels use scheduling to reach audiences Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of spelling, punctuation and grammar.
http://responsibility.itvplc.com/our-approach/responsible-broadcasting.aspx#programme
http://www.bbc.co.uk/aboutthebbc/insidethebbc/whoweare/mission_and_values/
http://www.channel4.com/about_c4/promises_2001/promises_intro2.html
Candidates will not be expected to produce generalised essays about scheduling, but explanations of
how and why the institutions have transmitted the texts they are studying in specific time slots.
Key Terms:
Brand image - what we think and feel about a brand: if the brand is a television or radio channel, it's what we expect from that particular channel
Channel Idents - the ways a television channel help us recognise what channel it is; these might be logos, short films or animations
Demographics - measuring audiences by gender, age, class, ethnicity and region
Q4b)
Example of exam question Discuss in detail how at least one comedy programme offers audience pleasures. This is what the exam board wants you to discuss. Candidates should be prepared to analyse and discuss the following:• Mass and niche audiences
• How a text addresses its audiences
• The pleasures a text offers its audiences.
Candidates should be able to identify texts aimed at the mass audiences and those aimed at niche
audiences.
They should be able to analyse how specific texts address their audiences, for example:
• The points of recognition or identification offered
• Addressing the audiences’ lifestyles, concerns and aspirations
• Addressing audiences as passive consumers or active contributors
• Whether the audience is placed in position of power (eg positioned as omniscient).
They should be able to discuss the pleasures of the texts for different audiences.
They should be able to give textual examples from a minimum of two texts within a genre.
Practice question: Pick two tv comedies you have studied.
Discuss why they were scheduled on the channels that chose them and on the days and times they were transmitted.
http://en.wikipedia.org/wiki/Modern_Family
http://www.comedy.co.uk/guide/tv/outnumbered/episodes
http://www.bbc.co.uk/programmes/b00fq31t
http://www.e4.com/inbetweeners/
http://www.comedy.co.uk/guide/tv/inbetweeners/episodes
http://en.wikipedia.org/wiki/The_Inbetweeners
http://en.wikipedia.org/wiki/Outnumbered
Feb 21st task - I know it's tv but it's an action adventure scene. Please answer the following questions after three viewings give yourself 10, 17 and 17 minutes to answer.
1) What makes this clip typical of action adventure? Discuss story, plot, structure, characters, journey/quest, race against time, any other conventions? Give examples.
2) How are camera, editing, sound and mise en scene are used to create effects that fit the action adventure genre.
3) Discuss the way in which gender and power are portrayed in this clip.
Hopefully see you soon. James and Reece proper answers please! Scroll down for tips on each question.
Feb 20th task - Research Modern Family for exam questions, they must write notes on all the following requirements and give examples from any of the episodes. Type up and print out.
For Section B
Audience
Candidates should be prepared to analyse and discuss the following:
• Mass and niche audiences
• How a text addresses its audiences
• The pleasures a text offers its audiences.
Candidates should be able to identify texts aimed at the mass audiences and those aimed at niche audiences.
They should be able to analyse how specific texts address their audiences, for example:
• The points of recognition or identification offered (think when Phil rolls his eyes at us or they are on the couch as if in counselling and only we can see it)
• Addressing the audiences’ lifestyles, concerns and aspirations (relateable themes)
• Addressing audiences as passive consumers or active contributors (how do we get involved?)
• Whether the audience is placed in position of power (eg positioned as omniscient). Do we know more than the other characters?
They should be able to discuss the pleasures of the texts for different audiences. Pleasures for different age groups, genders etc
They should be able to give textual examples from a minimum of two texts within a genre.
Institution
Candidates should be prepared to analyse and discuss the following, as appropriate to the
channels/stations and texts studied:
Institutional contexts:
• The media channels‘/stations’ brand identities
• The media channels’/stations’ethos and histories (only relevant if they affect programmes)
• Regulatory (eg Public Service Broadcasting) requirements
• The media channels’/stations’ target audiences.
Institutional contexts need only be discussed insofar as they illuminate the institutions’ choice of texts;
they should not be studied independently of the texts.
Contexts of transmission:
• Targeting audiences
• Placement between texts
• Scheduling (eg stripping schedules)
• Competition between institutions
• Repeating texts on related channels/stations
• Releasing in different formats
• Offering texts on demand.
Candidates will not be expected to produce generalised essays about scheduling, but explanations of how and why the institutions have transmitted the texts they are studying in specific time slots
HAPPY NEW YEAR 11s, very important year for you all, make the right choices get the best grades, leave everything else for the summer.
I am offering you the following production choices. You may work in twos or threes, some people prefer to work alone and that is fine just be aware that your workload will be heavier.
You have three weeks to research and plan for your production log and three weeks to produce it for your portfolio. Do your best.
After Feb half term you will write the evaluation and get audience feedback. When this is complete we will concentrate 100% on the exam.
I'm on a course today and wasn't very happy with the way you approached the audience pleasures question so I devised this quiz to break it up for you and give you the opportunity to write an A grade answer before the mock on Tuesday. Copy and save in your documents, complete and print. Please hand in to sir/miss at the end thank you.
Click here to watch:
Will's Dilemma
Read through this document it will help you revise.
The first part of the exam will consist in analysing an extract from an action/adventure film. This will be between three to five minutes long and will be typical in some way of the action/adventure genre.The extract will be chosen because it not only fits the genre, but it clearly represents people in a certain way. You will be asked questions on: genre conventions (what you're doing for homework) media language (camera, editing, mise en scene and sound) and representation.Q1)
What makes it an action adventure film? You may have to concentrate on typical or atypical narratives (action), settings (city, night, jungle etc), themes (revenge, justice, good vs evil), icons (weapons)
Storyline and Plot:
Tease out the differences between these two terms. Think about the characteristics of Action Adventure films in having fast moving plots which provide plenty of excitement and tension.
Structure:
All Action Adventure films have recognisable narrative structures which offer a way of examining how a story is organised and shaped in terms of time and events. It is interesting to explore the rules of narrative structure with regard to Action Adventure. For example a defining feature of narrative is the high degree of narrative closure, with all problems resolved and/or our hero triumphant. So in addition to linear structure, narrative can often be seen in terms of oppositional structure too, as a fight between forces of good and evil.
Main characters:
All Action Adventure films have a recognisable heroic central character, a hero or heroine who is able to overcome incredible odds. Whilst some films feature brave heroines, most narratives are organised around traditional gender roles. Teachers might want to explore the extent to which modern films have challenged traditional female (and male) stereotyping.
Oppositional characters:
Action Adventure films tend to feature characters that play opposite the key central character, for example either in the form of a relationship (hero/heroine) or in conflict (hero/villain).
Journey/Quest
Action Adventure films often involve central characters working towards a final goal (such as seeking treasure). These narratives take place against the backdrop of a variety of exotic and sometimes glamorous locations. These can range from desert landscapes to urban settings. Not only can their use provide the audience with visual pleasures, but the location itself can serve an important narrative function as central characters find themselves battling with the challenges presented by it e.g. surviving earthquakes, struggling, through jungles etc.
Q2)
Moving image – Camerawork:• Establishing shots
• Low angle, high angle, canted angle or aerial shots
• Elaborate camera movement such as tracks, steadicam or crane shots
• Hand-held camera
• Point-of-view shots
• Shallow focus and focus pulls.
Moving image – Editing:
• Shot/reverse shot
• Non-continuity editing
• Crosscutting
• Fast-paced editing
• Less common transitions: dissolve, wipe, fade
• Post-production effects.
Moving image – Soundtrack:
• Music
• Synchronous and asynchronous sound
• Diegetic/non-diegetic sound
• Voiceover
• Sound effects
• Sound bridge
Moving image – Mise en scène:
• Lighting (especially low-key lighting)
• Location/set
• Costume and make-up
• Props
• Casting and performance style
• Blocking (the composition of elements within the shot).
Q3) This is the representation question:
At it's simplest, representation is about how people are depicted in the extract. You can look at how other things are being represented such as places, events, aliens, monsters, ideas - but it is best to start with people. Stereotyping is such as big issue in representation that it I often the best place to start. What stereotypes of people do you often find in action/adventure films?
Candidates should be prepared to analyse and discuss the following:• Stereotyping of people, places/and or events
• Why social groups and/or places are present or absent from the text
• The construction of a world that makes sense to its audience
• What is valued or celebrated by that world.
Candidates should be able to recognise common stereotypes based on factors such as age, gender,
ethnicity, body types, class, region and nationality. They may be able to identify groups that are excluded
from featuring in this genre of text by stereotyping. They might comment on deliberate anti-stereotyping.
COMEDY PRESENTATIONS - In your pairs you have a couple of lessons to prepare your comedy presentations. You will follow the same outline as your revision pack and you will need to find a youtube clip to start off your presentation. Begin with:
- description of the programme- channel, days, time of broadcast and write about these. Why this channel, why that time, what is on before and after, how does it target it's audience with brand and scheduling.
- channel brief and explain how the programme fits the channel
- target audience
- format of the comedy programme
- characters
- editing (any special effects, length of clips)
- examples of humour
- how it appeals to the audience
- audience pleasures
- how it differs from the sitcom format
On powerpoint please with lots of fun images to present Tuesday 22nd November. Looking forward to it!
Hello year 11s! Welcome back and hope you had a lovely rest.
We had more A's than ever at GCSE this year and our first A*! This is great news as they are the first results of the new controlled assessments and exam. I would like to start preparing you for the exam this term so we will be focusing on action adventure film language as well as comedy. In the computer lessons I would like you to have all your practical projects up to date. Remember evidence of research into teen films, teen film poster and dvd cover as well as the evaluation. The same for Levi's - research into clothing brands, your clothing advert and evaluation, all this to accompany your Levi's controlled assessment. In the new year we will be completing our final project.
All about Levi's for the next six weeks!!!! You will be writing an essay and also producing an advert for a clothing range and an evaluation in computer lessons.
Controlled assessment (as in teen essay) write about 1500 on representation of men in Levi's over the decades
levi's essay outline.docx
- Details
- Download
- 12 KB
Levi's comparison.docx
- Details
- Download
- 14 KB
First stage as in your advertising project is to research three clothing brands and analyse them. Start planning your ideas for names, fonts, slogan model and clothing (the image has to be original you need to take a photo)
Design your advert
Write your evaluation
Fashion adverts needs to be completed. An evaluation will also need to be done, and some evidence of fashion research and planning but nowhere near the extent needed for the advertising project. This supports your Levi's mark.
If you have time during practicals week or if you're in a media lesson anyway we shall be taking these pictures so please make sure your model has some clothes. If I don't then we will be taking them and uploading them first day back Monday 16th of April in 216.
_
Jan 2010 paper.pdf
- Details
- Download
- 113 KB
Teen+movie+evaluation.pptx
- Details
- Download
- 68 KB
ADVERTISING COURSEWORKWe are now finishing our coursework project on advertising. It takes the same format of research/planning/production/evaluation and you will need to provide evidence of all these stages. This will be a group project and you will need to produce at least three adverts (one per person) two magazine and one billboard. Two more things to include are:
The new documents that need printing out are underlined below on the to do list.
advert research 1.ppt
advertising ppt.ppt
planning my adverts.doc
*CHECKLIST TO INCLUDE IN PORTFOLIO* YOUR ADVERTISING FOLDERS ARE DUE ON 26TH MAY
As part of your portfolio make sure you each individually print the following to include in your portfolio:
- print out sheets with research and planning/final mag adverts and billboard/evaluation
- individual advert analysis and research
- type up ideas for adverts (mindmap you did in class) for all of the project ideas
- when you've decided on your product write a list of possible slogans, research fonts, colours etc by looking at similar products.
- draw flat plans (pictures of how your advert will look) using ten words from the powerpoint - advert, denotation, connotation, image, narrative, setting, characters, anchorage, audience, appeal
- planning your advert
- questionnaire (10 questions)
- evaluate and type up questionnaire findings
- planning your shoot - ie costumes, setting, backgrounds, poses, facial expressions basically your mise en scene time and place.
- You need a shooting schedule (create a table with date of photos taken, setting, shot description (frame and angle), model name, list of model poses, costume and props)
- practise photos of models
- practise shots of products
- produce drafts of adverts - annotate what worked and what didn't
- three final adverts (two portrait, one billboard)
- advert evaluation here -
Advertising evaluation.docx
- Details
- Download
- 13 KB
- OCR assessment forms
- Cover sheets see above
In your groups create a mindmap of different ideas for confectionary, perfumes, drinks and clothing. Discuss which you'd prefer to do and start planning my advert sheet. Also, start drawing sketches ideas for layout of advert.Hope you had a good break. Sorry we've had a couple of timetable changes which means we'll be in 303 Week 1 Tues period 3 and in 105 Week 1 Weds period 1.
Tomorrow I will put you into your groups to begin the advertising campaigns. I am going to hand out some plastic folders for each one of you to fill individually. Make sure all your planning and research go in these as they get a lot of marks. On Thursday we'll do our photo practice shoots. I will like you all to bring some props in ie. glasses, hats, drinks, perfume bottles etc for the photos.
Computer room lessons
8th March
Type up your mindmaps, ideas and research similar products
1st March
In today's computer lesson - I need you to
- print out your advert research to put into your folders (ideally two adverts)
- I would like you to research a list of most popular/memorable advertising slogans to put in your folders.
- As part of your research I would also like you to read the DKNY powerpoint and answer the questions. Again, print these and put into your folder. DON'T FORGET TO ALSO SAVE THESE INTO YOUR WIKISPACES.
February 16th
We need to do some advert research for your upcoming group production (groups tbc soon). Please find an advert for a beauty product, non alcoholic drink, confectionary product or clothing range. Then click on advert research below and write down the ten words you are going to be analysing in your advert, Use this media terminology to analyse your advert either by annotating around it with arrows/lines or writing the description below. Then look at the third slide and answer those questions.
Homework Due:
2nd March - individual advert research and analysis9th March - Questionnaire answers, planning my advert and drafts
16th March - photos taken of products and actors (you need three) two portrait and one landscape. Take plenty so you can use them for your portfolio.
23rd March - all research and planning
All homework this term is to make your advertising portfolio as thorough and beautiful as possible.
BY MAY 26th YOUR COMPLETE ADVERTISING PORTFOLIO IS DUE
Any media queries do not hesitate to email me brookes@bchs.essex.sch.uk